Availability of TESDA-Based Tools and Materials as Determinant of Learners’ Skill Development in TLE–Garments Technology

Abstract

This study examined the availability of TESDA-based tools and materials as determinants of learners’ skill development in TLE–Garments Technology at Cangawa National High School, Buenavista II District, Division of Bohol, during the School Year 2026–2027. The study was anchored on Experiential Learning Theory, Social Constructivist Theory, Social Cognitive Theory, and Transformative Education Theory, which emphasize learning through experience, interaction, observation, and active participation. A descriptive-correlational research design was employed involving 10 TLE teachers and 40 Grade 10 learners. Data were gathered using an adapted and modified questionnaire and learners’ competency assessments. Statistical tools used included frequency counts, percentages, weighted mean, standard deviation, general average, and Spearman Rank-Order Correlation. The findings revealed that the availability of TESDA-based tools and materials was generally rated as sufficient by learners and moderately sufficient by teachers. Among the available resources, pinning and sewing tools obtained the highest rating, while fabric materials received the lowest rating. Learners achieved an overall proficient level of performance in the assessed competencies, particularly in drafting and cutting patterns and preparing and cutting fabric, while performance in assembling upper garments remained at the developing level. Teachers and learners identified resource-related concerns, including inadequate supplies of fabrics, threads, and sewing machines. Statistical analysis revealed a very strong positive and significant relationship between the availability of TESDA-based tools and materials and learners’ skill development, indicating that greater access to resources was associated with better competency development. The study concluded that adequate instructional resources are essential for enhancing learners’ practical skills and recommended the implementation of a Skill Development Plan to further strengthen competency-based instruction and performance in Garments Technology. The study supports SDG 4 (Quality Education) by promoting access to quality technical-vocational learning experiences and SDG 8 (Decent Work and Economic Growth) by strengthening employability-related skills through competency-based education. Its sustainability contribution lies in supporting educational and institutional sustainability through improved resource provision, enhanced skills development, and strengthened technical-vocational education practices that prepare learners for future livelihood, employment, and lifelong learning opportunities.